输尿管硬镜在拔除输尿管支架管中的应用及患者疼痛耐受性研究

摘要:目的 研究输尿管硬镜在拔除输尿管支架管中的应用价值并对接受输尿管硬镜拔管患者疼痛耐受性情况进行比较分析。方法 120例留置输尿管支架管的男性患者,60例行输尿管硬镜拔管,60例行膀胱硬镜拔管;记录两组的拔管时间及拔管中的疼痛评分,对两组的拔管时间及术中的疼痛评分进行比较分析。结果 比较两组拔除支架管的平均操作时间,差异无统计学意义（P=1.000）;比较两组患者的疼痛评分,输尿管硬镜组轻～中度疼痛患者的比例显著高于膀胱镜组（96.67% vs 36.67%）;输尿管硬镜组平均疼痛评分低于膀胱镜组,差异有统计学意义（P＜0.05）。结论 输尿管硬镜下拔除输尿管支架管可显著减轻患者的疼痛程度,值得临床推广。     

经尿道Peel-away鞘输尿管镜与经尿道输尿管镜治疗膀胱结石的疗效比较

目的比较经尿道Peel-away鞘输尿管镜与经尿道输尿管镜治疗膀胱结石的效果。方法将该科2013年1月-2015年12月76例膀胱结石按随机原则分为:A组(经尿道Peel-away鞘输尿管镜膀胱碎石术)45例;B组(经尿道输尿管镜膀胱碎石术)31例。结果 76例膀胱结石均获一次性碎石取石成功。碎石时间:A组(17.8±5.9)min,B组(22.7±8.3)min,差异有统计学意义(t=2.96,P=0.004);清石时间:A组(12.6±4.9)min,B组(24.5±5.3)min,差异有统计学意义(t=9.90,P=0.000);术中尿道黏膜损伤:A组(1.0±0.5)分,B组(2.1±0.4)分,差异有统计学意义(t=9.47,P=0.000);VAS评分:A组(1.9±0.6)分,B组(2.6±0.6)分,差异有统计学意义(t=4.72,P=0.000);留置导尿管时间:A组(1.0±0.2)d,B组(1.4±0.9)d,差异有统计学意义(t=2.59,P=0.012);住院费用:A组(7 437.4±356.7)元,B组(7 296.8±333.8)元,差异无统计学意义(t=-1.73,P=0.087)。两组术中无膀胱大出血、穿孔和破裂等并发症,无中转开放手术。术后并发症:B组发生术后泌尿系感染1例,经口服抗生素治疗后痊愈;A组发生术后尿潴留1例,B组5例,差异有统计学意义(χ2=6.43,P=0.011)。随访情况:失访13例,余63例随访6~12个月,两组各有1例老年男性患者因前列腺增生导致尿潴留;余患者均无再发结石,无尿道狭窄。通过统计分析结果,发现A组在碎石时间、清石时间、尿道黏膜损伤、术后疼痛和术后留置导尿管时间等方面较B组具有明显优势。结论经尿道Peel-away鞘输尿管镜与经尿道输尿管镜治疗膀胱结石疗效无明显差异。经尿道Peel-away鞘输尿管镜在碎石时间、清石时间及避免术中损伤尿道黏膜方面更优,两组手术费用无明显差异。经尿道Peel-away鞘输尿管镜是一种值得推广的内镜膀胱碎石手术方法。     

双通道输尿管软镜与电子输尿管软镜行碎石手术的比较研究

目的探讨比较双通道输尿管软镜与电子输尿管软镜在行碎石手术时的碎石效率及安全性。方法收集2007年4月-2016年7月行输尿管软镜钬激光碎石的病例共836例,随机分为电子输尿管软镜组427例和双通道输尿管软镜组409例,比较两组在手术时间、成功率、并发症和残石率等方面的差异。结果电子输尿管软镜组手术成功率为92.5%,双通道输尿管软镜组手术成功率为83.6%,两组患者之间存在明显差异(P0.05);术后电子输尿管软镜组有10例出现全身炎症反应综合征(SIRS),而双通道输尿管镜组有13例出现SIRS,治疗后均好转,差异无统计学意义(P0.05);电子输尿管软镜组手术时间为(83.1±7.9)min,双通道输尿管镜组手术时间为(95.3±7.6)min,电子输尿管软镜组手术用时较短(P0.05);电子输尿管软镜组有17例发生石街形成、6例结石残留,体外冲击波碎石术(ESWL)治疗均排空。双通道输尿管软镜术后有25例发生石街形成、8例结石残留,ESWL治疗后均排空,差异均无统计学意义(P0.05)。结论双通道输尿管软镜与电子输尿管软镜行碎石手术都是安全有效的手术方式。电子输尿管软镜由于清晰度高、操作灵活,手术成功率高于双通道输尿管软镜。     

白板展示气管插管操作步骤的方法在明视下经口气管插管术模拟教学效果的分析

目的:探讨白板展示气管插管操作步骤的方法在明视下经口气管插管技能教学中应用的教学效果。方法:采用前瞻性病例对照的方法,将141名医学本科见习生随机分为对照组(n=70)、实验组(n=71)。对照组采用老师讲解、多媒体及气管插管模型练习的方法。实验组在对照组的基础上,加上白板展示气管插管操作步骤的方法。培训结束后进行考核,比较两组学生考核时操作的成功率、操作时间及操作要点的正确率。结果:实验组的气管插管操作总时间显著短于对照组[(450±44)vs(320±25),P0.05],气管插管前检查气道、去氮给氧、插管后正确固定气管内导管等操作要点的正确率显著高于对照组(P0.05)。两组间操作的成功率、气管内导管置入深度的准确率无显著差异。结论:白板展示气管插管操作步骤的方法有助于学生掌握明视下经口气管插管技能操作,值得推广。     

可视膀胱镜联合输尿管镜治疗闭合性后尿道损伤的临床分析

目的探讨可视膀胱镜联合输尿管镜治疗闭合性后尿道损伤的临床效果。方法 2011年8月至2015年7月收治的闭合性后尿道损伤患者78例,根据随机抽签原则分为治疗组与对照组各39例,治疗组采用可视膀胱镜联合输尿管镜手术治疗,对照组采用输尿管镜手术治疗。对比观察两组围手术指标、并发症、排尿症状评分、残余尿量和尿流率。结果治疗组的手术时间、术中出血量与术后住院时间明显少于对照组(P0.05)。治疗组术后1个月的尿潴留、尿道出血、尿道狭窄、泌尿系感染等并发症发生情况明显少于对照组(P0.05)。治疗组与对照组术后1个月的排尿症状评分分别为(5.33±1.87)分和(10.14±2.09)分,都明显低于术前的(23.14±2.19)分和(23.10±3.82)分,同时组间对比差异也有统计学意义(P0.05)。两组术后1个月的尿流率明显高于术前(P0.05),而残余尿量明显少于术前(P0.05),同时治疗组术后1个月的残余尿量与尿流率和对照组对比差异也有统计学意义(P0.05)。结论可视膀胱镜联合输尿管镜治疗闭合性后尿道损伤具有更好的微创性,能促进排尿功能的恢复,减少术后并发症的发生,有利于改善残余尿量与尿流率。     

可视喉镜在小儿气管插管教学中的应用研究

目的探讨McGrath MAC可视喉镜在麻醉科临床中实施小儿气管插管教学的应用价值。方法选择10例未接受过小儿气管插管培训的麻醉科住院医师作为研究对象,采用随机数字表法将住院医师分为可视喉镜培训组和普通喉镜培训组,每组5人。可视喉镜培训组采用McGrath MAC可视喉镜进行培训,普通喉镜培训组采用Macintosh普通喉镜进行培训。经过理论授课和模拟人培训后,在带教老师的指导下,对临床患儿实施经口气管插管。比较两组住院医师气管插管时间,首次插管成功率和总成功率,以及临床教学调查问卷评分的差异。结果可视喉镜组气管插管所需时间[(37.4±4.3)s]比普通喉镜组[(34.6±3.6)s]长,差异有显著性(P<0.05)。可视喉镜组首次气管插管成功率(92%)和插管总成功率(100%)与普通喉镜组比较(76%和92%),差异无显著性(χ^2=2.381,2.083;P=0.123,0.149)。可视喉镜组对教学满意度、操作自信度、解剖知识掌握度均高于普通喉镜组,差异有显著性(P<0.05)。结论在临床小儿气管插管教学中,应用McGrath MAC可视喉镜能够提高教学满意度,增加住院医师的操作自信,并加深其对相关解剖的掌握。     

两种不同方法治疗输尿管上段结石的随机对照研究

目的:比较两种不同方法治疗输尿管上段结石的临床效果及安全性。方法:选取2017年1月～2019年1月进行手术治疗的62例输尿管上段结石患者作为研究对象,采用随机数字表法分为对照组和观察组,每组31例。对照组采取经皮肾镜碎石术治疗,观察组采取输尿管软镜碎石术治疗。比较两组手术总时间、术中总出血量、术后24 h疼痛评分、术后住院时间、一次碎石成功率、结石清除率及并发症发生率。结果:两组一次碎石成功率和术后4周结石清除率相比较,差异无统计学意义,P0.05;观察组术后并发症总发生率为6.45%,低于对照组的25.81%,差异显著(P0.05);观察组手术总时间、术中总出血量、术后24 h疼痛评分和术后住院时间均低于对照组,差异显著(P0.05)。结论:两种方法治疗效果相似,但输尿管软镜碎石术手术时间更短,术中总出血量更少,创伤更小,并发症发生率更低。     

支气管内窥镜训练系统在电子软镜插管教学中的应用

目的评估支气管内窥镜训练系统在电子软镜插管教学中的效果,并拟合在该系统上行软镜操作的学习曲线,为软镜训练设置合理的学习终点提供理论依据。方法选取我院2019-01/2020-03期间轮转的30名麻醉专业住院医师规范化培训学员(简称“住培学员”)采用随机数字表法,分为试验组和对照组,每组15名。两组学员均先进行电子软镜插管的理论知识培训,随后对照组学员观摩带教老师对患者实施电子软镜插管5例,并在带教老师指导下,完成5例全麻非困难气道患者的电子软镜插管。试验组学员则在带教老师的指导下,使用支气管内窥镜训练系统完成30次软镜模拟训练,记录每次训练的操作时间,拟合学习曲线。完成培训后,2组学员均采用模拟人头进行5次(N1、N2、N3、N4、N5)软镜操作考核,比较2组学员的操作时间及熟练度评分。结果与对照组比较,试验组学员操作时间短,熟练度评分高,差异有统计学意义(P<0.05);对照组学员自N2次考核后操作时间随着操作次数增加而减少(P<0.05),与N1比较,N3、N4、N5熟练度评分高(P<0.05),与N2、N3比较,N4、N5熟练度评分高(P<0.05)。试验组学员在支气管内窥镜训练系统上模拟软镜操作26(23,27)次后,操作时间基本稳定在90(82,101)s,达到专业级水平。结论使用支气管内窥镜训练系统对麻醉专业住培学员行电子软镜插管训练,安全、高效,且训练26次后可达到学习目标。     

后腹腔镜输尿管切开取石术对输尿管上段结石患者术后结石取净率及生活质量的影响

目的:探究后腹腔镜输尿管切开取石术对输尿管上段结石患者术后结石取净率及生活质量的影响。方法:选取我院2016年4月～2018年4月输尿管上段结石患者86例,随机数字表法分为对照组(n=43)与观察组(n=43)。对照组给予输尿管镜碎石取石术治疗,观察组给予后腹腔镜输尿管切开取石术治疗。对比两组术前、术后1个月生活质量调查表(SF-36)评分及手术时间、术后镇痛泵使用时间、住院时间、结石取净率。结果:两组术后镇痛泵使用时间、住院时间比较差异不明显(P0.05);观察组手术时间短于对照组(P0.05);观察组结石取净率高于对照组(P0.05);术后1个月观察组SF-36评分与对照组相比,明显提高(P0.05)。结论:后腹腔镜输尿管切开取石术应用于输尿管上段结石患者,可提高结石取净率,缩短手术时间,改善生活质量。     

咬嘴辅助下单人操作明视插管软镜经口气管插管的临床应用

目的探讨一次性咬嘴辅助下单人操作明视插管软镜经口气管插管的临床应用效果。方法选择全身麻醉手术患者100例,随机均分为两组:咬嘴组(M组)和对照组(C组),每组50例。M组在一次性咬嘴辅助下单人操作明视插管软镜施行经口气管插管,C组在助手辅助下施行明视插管软镜经口气管插管。记录插管过程中两组患者的血压(BP)、平均动脉压(MAP)、心率(HR)和脉搏血氧饱和度(Sp O),记录两组气管插管成功2率、显露声门时间、气管插管时间和气管插管相关并发症。结果 100名患者均顺利完成气管插管,插管过程中两组患者Sp O2均保持在95.0%以上,两组插管期间无明显血流动力学改变。M组和C组一次气管插管成功率、声门显露时间(s)和气管插管时间(s)比较差异无统计学意义[92.0%vs 88.0%、(13.0±7.0)vs(14.0±8.0)、(20.0±10.0)vs(21.0±11.0),均P0.05],术后随访两组患者均无气管插管相关并发症。结论与助手辅助下明视插管软镜经口气管插管相比较,一次性咬嘴辅助下单人操作明视插管软镜经口气管插管同样有效可行,无需助手辅助配合,是一种简单方便、值得应用的技术。     

Skills assessment using a virtual reality simulator,LapSim™, after training to develop fundamental skills for endoscopic surgery

Abstract

Education and training to maintain medical safety are very important within clinical settings. We have established a training center for endoscopic surgery and we regularly hold a unique training course, which focuses on the development of fundamental skills. One hundred and ninety-four surgeons who participated in our training course were divided into four groups according to their experience in performing laparoscopic procedures. Group 1: 0–19 laparoscopic procedures (n=44). Group 2: 20–49 laparoscopic procedures (n=53). Group 3: 50–99 laparoscopic procedures (n=46). Group 4: more than 100 laparoscopic procedures (n=55). All subjects underwent evaluation for “Lifting & Grasping” using a virtual reality (VR) simulator, LapSim?, before and after the training course. The mean efficiency score, time to completion and tissue damage after training were significantly improved after the training as compared with before training. Before training, subjects with greater experience had better scores. However, the only significant difference in the score was between the low experience group and greatest experience group. After training, the score increased in all groups compared with that before training, and there was no significant difference between groups. This study demonstrates the feasibility of using a VR simulator to assess fundamental skills for endoscopic surgery after training. We found that the scores for the task were associated with the level of experience of the surgeons.     

Serious gaming and voluntary laparoscopic skills training: A multicenter study

This study assesses the issue of voluntary training of a standardized online competition (serious gaming) between surgical residents. Surgical residents were invited to join a competition on a virtual reality (VR) simulator for laparoscopic motor skills. A final score was calculated based on the task performance of three exercises and was presented to all the participants through an online database on the Internet. The resident with the best score would win a lap-top computer. During three months, 31 individuals from seven hospitals participated (22 surgical residents, 3 surgeons and six interns). A total of 777 scores were logged in the database. In order to out-perform others some participants scheduled themselves voluntarily for additional training. More attempts correlated with higher scores. The serious gaming concept may enhance voluntary skills training. Online data capturing could facilitate monitoring of skills progression in surgical trainees and enhance (VR) simulator validation.     

Evaluation of a virtual endoscopy simulator for training in gastrointestinal endoscopy

BACKGROUND AND STUDY AIMS: Skills in gastrointestinal endoscopy mainly depend on experience and practice. Training on endoscopy simulators may decrease the time needed to reach competency in endoscopy. The purpose of the study was to determine whether the GI-Mentor, a virtual reality endoscopy simulator, can distinguish between beginners and experts in endoscopy and to assess whether training improves the performance of beginners. METHODS: A total of 13 beginners and 11 experts (more than 1,000 procedures) in gastrointestinal endoscopy were included. The baseline assessment consisted of virtual endoscopies and skill tests. The beginners were randomly allocated to receive training (n = 7) or no training (n = 6). The training group was allowed to practice using the simulator for 2 hours per day. After 3 weeks participants were re-evaluated with two new virtual endoscopy cases and one virtual skill test. Insertion time, correctly identified pathologies, adverse events and skill test performance were recorded. RESULTS: The baseline assessment revealed significant differences favoring the experts for virtual endoscopies and skill tests. Significant differences in favor of experts were found for successful retroflection during esophagogastroduodenoscopy (EGD) (P < 0.005); adverse events during colonoscopy (P < 0.02); insertion time (P < 0.001); correctly identified pathologies in gastroscopy and colonoscopy (P < 0.02); and skill test performance (P < 0.01). The final evaluation showed significant differences between training and no-training groups, in favor of the training group, for the number of adverse events during virtual endoscopy (P < 0.04), for the insertion time during colonoscopy (P < 0.03); and for skill test performance (P < 0.01). The training group improved its abilities on the simulator significantly. Differences between experts and the training group were no longer seen. CONCLUSION: This virtual endoscopy simulator is capable of identifying differences between beginners and experts in gastrointestinal endoscopy. A 3-week training improves the performance of beginners significantly. This quite fast improvement in endoscopic skills certainly cannot be seen in clinical practice; no conclusions can be made about the impact of virtual simulator training on real-life endoscopy, and this must be evaluated.     

Lack of transfer of skills after virtual reality simulator training with haptic feedback

Background and objective: Virtual reality (VR) simulators enrich surgical training and offer training possibilities outside of the operating room (OR). In this study, we created a criterion-based training program on a VR simulator with haptic feedback and tested it by comparing the performances of a simulator group against a control group.

Material and methods: Medical students with no experience in laparoscopy were randomly assigned to a simulator group or a control group. In the simulator group, the candidates trained until they reached predefined criteria on the LapSim^® VR simulator (Surgical Science AB, Göteborg, Sweden) with haptic feedback (Xitact^TM IHP, Mentice AB, Göteborg, Sweden). All candidates performed a cholecystectomy on a porcine organ model in a box trainer (the clinical setting). The performances were video rated by two surgeons blinded to subject training status.

Results: In total, 30 students performed the cholecystectomy and had their videos rated (N?=?16 simulator group, N?=?14 control group). The control group achieved better video rating scores than the simulator group (p?Conclusions: The criterion-based training program did not transfer skills to the clinical setting. Poor mechanical performance of the simulated haptic feedback is believed to have resulted in a negative training effect.     

Comparison of the effectiveness of the virtual simulator and video-assisted teaching on intravenous catheter insertion skills and self-confidence: A quasi-experimental study

BackgroundWith the advancement of technology, methods such as clinical scenarios, role playing, video demonstration and simulation are now used to develop psychomotor skills in nursing education. Virtual reality and video-assisted teaching are useful technologies for the development of skills and self-confidence. In the literature, there is a lack of studies comparing the effects of the two methods.ObjectivesThe aim of study is to compare the effect of the virtual simulator and video assisted teaching on the level of intravenous catheterization skills and self-confidence of nursing students. Thus, students are enabled to develop skills and work efficiently without the need for an instructor.MethodsThis study was a randomized controlled quasi-experimental study. A total of 60 students was included in the study (30 in the virtual simulator group and 30 in the video group). In the virtual simulator group, each student performed an intravenous catheter insertion in the virtual intravenous simulator. In the video group, each student watched a training video on the peripheral intravenous catheterization skill in a classroom setting. Each of the students' level of intravenous catheterization knowledge, psychomotor skill and self-confidence score was evaluated.ResultsPost-test knowledge scores was higher than pretest knowledge scores for both groups. There were no significant difference between the groups in terms of post-test scores. Students' scores of psychomotor skills were found to be higher in the virtual simulator group and self-confidence scores were similar in both groups.ConclusionTeaching with the virtual simulator contributed to the students' skills more than the method used in the video training. Both methods are effective in the development of knowledge and self-confidence related to intravenous catheterization.     

EYESi 手术模拟器培训不同手术经验眼科医师的对比研究简

目的比较住院医师和主治医师应用EYESi手术模拟器进行前节夹持和抗抖动模拟训练的操作情况。方法在首都医科大学附属北京友谊医院眼科住院医师培训基地选择10个住院医师和5个主治医师参加试验。每位参加者总共完成EYESi手术模拟器夹持和抗抖动第四级训练模式重的6个试验任务,15个参加者总共完成90个试验任务。结果主治医生获得了统计学上显著更高的总得分（夹持P=0．02和抗抖动P=0．01）,完成任务时间（夹持P=0．006和抗抖动P=0．0014）和眼内操作的时间（夹持P=0．005和抗抖动P=O．007）更少,切口张力更小（夹持P=0．003和抗抖动P=0．001）。此外,夹持模块中晶体损伤更少（P=0．001）,角膜损伤更少（P=0．03）。在抗抖动模块中主治医生操作更精确,出现的错误（超差百分比）更少（P=0．03）,在平均抖动值方面两组医师没有显著差异（P=0．08）。结论EYESi手术模拟器对培训和评估年轻眼科医师前节显微手术技能有明显的可操作性和有效性。主治医师较住院医师完加持和抗抖动模块训练的成绩更好,更有效率,差错出现也更少。     

Validation of psychomotor tasks by Simbionix LAP Mentor simulator and identifying the target group

Background: This study addresses target group reliability and task validity for training on a laparoscopic simulator.

Material and methods: Data were collected on 64 participants prospectively at the Department of OB/GYN, University Hospitals Schleswig-Holstein, Campus Kiel. The Simbionix LAP Mentor for laparoscopic simulation was used to test trainees. Each participant received a questionnaire to clarify his/her medical position, surgical experience, and previous virtual reality (VR) experience, including video gaming experience. Pre- and post-tests were performed. Performances were analyzed for task completion and total time.

Results: All participants revealed a significant improvement in the post-test compared with the pre-test (p?Conclusion: The trainer could be beneficial for medical students and surgical novices.     

A case-control comparison of traditional and virtual-reality training in laparoscopic psychomotor performance

Learning hand-eye coordination is a crucial part of the training programme for junior laparoscopic surgeons. This study compares laparoscopic psychomotor performance from traditional standard abdominal box-training and virtual-reality training. Twenty-four right-hand dominant subjects with no experience in laparoscopy were required to complete a novel laparoscopic task. Eight subjects completed all six tasks on the Minimally Invasive Surgical Trainer Virtual Reality (MIST VR) training program. Another 16 subjects were case-matched to these subjects for gender, sight-corrected status and age (± 2 years). Eight of these subjects spent the same amount of time as their yoked MIST VR counterpart training on a traditional laparoscopic cutting task. The other eight subjects, the control group, received no training. Individuals who trained on the MIST VR program made significantly more correct incisions than their case-matched counterparts in the standard trained group (p < 0.05) and control group (p < 0.0001) and were also significantly more likely to use both hands to perform the task (p < 0.02). Virtual reality appears to offer potential as a laparoscopic laboratory-training tool for the acquisition of psychomotor skills that transfer to novel laparoscopic tasks.     

A pilot study using high-fidelity simulation to formally evaluate performance in the resuscitation of critically ill patients: The University of Ottawa Critical Care Medicine, High-Fidelity Simulation, and Crisis Resource Management I Study

OBJECTIVE: Resuscitation of critically ill patients requires medical knowledge, clinical skills, and nonmedical skills, or crisis resource management (CRM) skills. There is currently no gold standard for evaluation of CRM performance. The primary objective was to examine the use of high-fidelity simulation as a medium to evaluate CRM performance. Since no gold standard for measuring performance exists, the secondary objective was the validation of a measuring instrument for CRM performance-the Ottawa Crisis Resource Management Global Rating Scale (or Ottawa GRS). DESIGN: First- and third-year residents participated in two simulator scenarios, recreating emergencies seen in acute care settings. Three raters then evaluated resident performance using edited video recordings of simulator performance. SETTING: A Canadian university tertiary hospital. INTERVENTIONS:: The Ottawa GRS was used, which provides a 7-point Likert scale for performance in five categories of CRM and an overall performance score. MEASUREMENTS AND MAIN RESULTS: Construct validity was measured on the basis of content validity, response process, internal structure, and response to other variables. One variable measured in this study was the level of training. A t-test analysis of Ottawa GRS scores was conducted to examine response to the variable of level of training. Intraclass correlation coefficient scores were used to measure interrater reliability for both scenarios. Thirty-two first-year and 28 third-year residents participated in the study. Third-year residents produced higher mean scores for overall CRM performance than first-year residents (p < .0001) and in all individual categories within the Ottawa GRS (p = .0019 to p < .0001). This difference was noted for both scenarios and for each individual rater (p = .0061 to p < .0001). No statistically significant difference in resident scores was observed between scenarios. Intraclass correlation coefficient scores of .59 and .61 were obtained for scenarios 1 and 2, respectively. CONCLUSIONS: Data obtained using the Ottawa GRS in measuring CRM performance during high-fidelity simulation scenarios support evidence of construct validity. Data also indicate the presence of acceptable interrater reliability when using the Ottawa GRS.     

Integrating simulation into a busy residency program.

A mandatory program of computer-driven simulation training was instituted in a medium-sized surgical training program in order to achieve the goal of increased resident performance outside the setting of direct patient care. Postgraduate year (PGY) 1-5 residents received mentored instruction on a virtual reality (VR) laparoscopic surgical trainer in performance of specific tasks appropriate to training level. Training for PGY 1-2 residents consisted of basic manipulative VR tasks. Training for PGY 3-5 residents consisted of VR suturing and intracorporeal knot-tying tasks. Each resident received two to four mentored one-hour sessions, and was instructed to return for self-directed practice during blocked and unscheduled time. PGY 3-5 residents had laparoscopic suturing and knot-tying skills evaluated in an animal model prior to onset of VR training and two to four months after start of training. After seven months of availability of training, PGY 1-2 residents had undertaken significantly more training sessions than PGY 3-5 residents (18+/-3 vs. 9+/-2; p<0.01). All PGY 1-2 residents demonstrated improved task performance, and six achieved expert performance relative to experienced laparoscopic surgeons. The suturing task in the animal lab was accomplished faster post-training (91+/-9 seconds vs. 154+/-16 seconds; p<0.01). Early results suggest that broadly applied VR training is of significant benefit in increasing resident technical skills. Based on early success, a broader program of computer-based simulation has been implemented, using more advanced devices for technical skills training, and a human patient simulator for training critical decision-making skills.